Speech and Presentation Grading Rubric



Speech and Presentation Grading Rubric

Public Speaking and Oral Presentation Component

| |Emerging |Developing |Advanced |Score |

| |(0-12 points) |(13-16 points) |(17-20 points) | |

|1. Organization |Ideas may not be focused or developed;|Main idea is evident, but the |Ideas are clearly organized, | |

|(20 points) |the main purpose is not clear. The |organizational structure many need to |developed, and supported to achieve a | |

| |introduction is undeveloped. Main |be strengthened; ideas may not clearly|purpose; the purpose is clear. The | |

| |points are difficult to identify. |developed or always flow smoothly and |introduction gets the attention of the| |

| |Transitions may be needed. There is no|the purpose is not clearly stated. The|audience and clearly states the | |

| |conclusion or may not be clear the |introduction may not be well |specific purpose of the speech. Main | |

| |presentation has concluded. Conclusion|developed. Main points are not clear. |points are clear and organized | |

| |does not tie back to the introduction.|Transitions may be awkward. Supporting|effectively. The conclusion is | |

| |Audience cannot understand |material may lack in development. The |satisfying and relates back to | |

| |presentation because there is no |conclusion may need additional |introduction. (If the purpose of the | |

| |sequence of information. |development. Audience has difficulty |presentation is to persuade, there is | |

| | |understanding the presentation because|a clear action step identified and an | |

| | |the sequence of information is |overt call to action.) | |

| | |unclear. | | |

|2. Topic Knowledge |Student does not have grasp of |Student has a partial grasp of the |Student has a clear grasp of | |

|(20 points) |information; student cannot answer |information. Supporting material may |information. Citations are introduced | |

| |questions about the subject. Few, if |lack in originality. Citations are |and attributed appropriately and | |

| |any, sources are cited. Citations are |generally introduced and attributed |accurately. Supporting material is | |

| |attributed incorrectly. Inaccurate, |appropriately. Student is at ease with|original, logical and relevant. | |

| |generalized, or inappropriate |expected answers to all questions but |Student demonstrates full knowledge | |

| |supporting material may be used. Over |fails to elaborate. Over dependence on|(more than required) by answering all | |

| |dependence on notes may be observed. |notes may be observed. |class questions with explanations and | |

| | | |elaboration. Speaking outline or note | |

| | | |cards are used for reference only. | |

|3. Audience Adaptation |The presenter is not able to keep the |The presenter is able to keep the |The presenter is able to effectively | |

|(20 points) |audience engaged. The verbal or |audience engaged most of the time. |keep the audience engaged. Material is| |

| |nonverbal feedback from the audience |When feedback indicates a need for |modified or clarified as needed given | |

| |may suggest a lack of interest or |idea clarification, the speaker makes |audience verbal and nonverbal | |

| |confusion. Topic selection does not |an attempt to clarify or restate |feedback. Nonverbal behaviors are used| |

| |relate to audience needs and |ideas. Generally, the speaker |to keep the audience engaged. Delivery| |

| |interests. |demonstrates audience awareness |style is modified as needed. Topic | |

| | |through nonverbal and verbal |selection and examples are interesting| |

| | |behaviors. Topic selection and |and relevant for the audience and | |

| | |examples are somewhat appropriate for |occasion. | |

| | |the audience, occasion, or setting. | | |

| | |Some effort to make the material | | |

| | |relevant to audience needs and | | |

| | |interests. | | |

|4. Language Use |Language choices may be limited, |Language used is mostly respectful or |Language is familiar to the audience, | |

|(Verbal Effectiveness) |peppered with slang or jargon, too |inoffensive. Language is appropriate, |appropriate for the setting, and free | |

|(20 points) |complex, or too dull. Language is |but word choices are not particularly |of bias; the presenter may | |

| |questionable or inappropriate for a |vivid or precise. |“code-switch” (use a different | |

| |particular audience, occasion, or | |language form) when appropriate. | |

| |setting. Some biased or unclear | |Language choices are vivid and | |

| |language may be used. | |precise. | |

|5. Delivery |The delivery detracts from the |The delivery generally seems effective|The delivery is extemporaneous -- | |

|(Nonverbal Effectiveness) |message; eye contact may be very |– however, effective use of volume, |natural, confident, and enhances the | |

|(20 points) |limited; the presenter may tend to |eye contact, vocal control, etc. may |message – posture, eye contact, smooth| |

| |look at the floor, mumble, speak |not be consistent; some hesitancy may |gestures, facial expressions, volume, | |

| |inaudibly, fidget, or read most of the|be observed. Vocal tone, facial |pace, etc. indicate confidence, a | |

| |speech; gestures and movements may be |expressions, clothing and other |commitment to the topic, and a | |

| |jerky or excessive. The delivery may |nonverbal expressions do not detract |willingness to communicate. The vocal | |

| |appear inconsistent with the message. |significantly from the message. The |tone, delivery style, and clothing are| |

| |Nonfluencies (“ums”) are used |delivery style, tone of voice, and |consistent with the message. Delivery | |

| |excessively. Articulation and |clothing choices do not seem |style and clothing choices suggest an | |

| |pronunciation tend to be sloppy. |out-of-place or disrespectful to the |awareness of expectations and norms. | |

| |Poise of composure is lost during any |audience or occasion. Some use of |Limited use of nonfluencies is | |

| |distractions. Audience members have |nonfluencies are observed. Generally, |observed. Articulation and | |

| |difficulty hearing the presentation. |articulation and pronunciation are |pronunciation are clear. All audience | |

| | |clear. Most audience members can hear |members can hear the presentation. | |

| | |the presentation. | | |

2005. Adapted with permission from Northwest Regional Educational Laboratory (1998).

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